Senior leadership is beginning to view alternative credentials as a fundamental aspect of their enrollment strategy—and accreditors are listening. But costs, opaque data and unfruitful corporate outreach efforts have prevented colleges and universities from implementing the programs at scale, to name a few barriers.
Institutions looking to solidify their non-degree micro-credential and digital badge strategy can model solutions from these 10 schools where thousands of students are upskilling in fast-paced, dynamic environments. UPCEA, the professional development nonprofit, brought together institutions across various sizes, sectors and regions to highlight alternative credential models that complement each school’s mission.
“[T]hose institutions thriving within the changing landscape of higher education continue to make it easy for people to unbundle and rebundle their education and training, allowing them to personalize and best meet their career and personal goals,” read the report.
Higher ed leaders still skeptical about alternative credentials can turn to the University of North Florida, whose leaders say certificate programs have boosted enrollment. Here are some other examples:
Kansas State University
A Kansas State task force secured a grant in 2021 to purchase a digital credentialing system capable of aligning with existing university technologies. The task force invited various departments to develop policies, financial models and transparent communications strategies around the micro-credentials.
It took 10 months for the university to implement the system. Among the first objectives in Kansas State’s 2023 strategic plan is to enroll 5,000 to 7,000 alternative credential-seeking learners by 2030 across continuing education courses, micro-credentials and industry training collaboratives.
University of Maine System
The University of Maine System focused on micro-credentials when it began drafting its most recent five-year strategic plan. Three themes emerged: systemwide collaboration, innovative micro-credential development and identification of student success metrics.
“If every UMS student earned just one micro-credential, we would have proof that each earner had completed an applied learning experience and demonstrated relevant skills and competencies,” wrote Claire Sullivan, assistant vice chancellor for innovation in digital badges and micro-credentials.
More from UB: These homeownership programs help create affordable living for employees
The university based its micro-credential quality assurance measures on the Rutgers Education and Employment Research Center’s Non-degree Credential Quality Framework. Each campus will share data across the system to track badges, revenue and completion rates. Feedback from surveys, training and employers will help the University of Maine system adjust its program offerings.
Schoolcraft College
Schoolcraft and UPCEA conducted labor market research and interviewed local employers in southeast Michigan to understand the needs of the workforce. The efforts helped them hone in on alternative credential opportunities in healthcare support, management and trade skills for in-demand automotive manufacturing industries. The community college teamed up with engineering company Roush Industries to begin designing a tiered, non-degree program that can help students gain skills that are relevant from the factory floor to management.
“The most significant takeaway to date is the amount of time needed to schedule and hold ongoing discussions during the exploratory stage of the relationship in order to move forward,” wrote Jodie Beckley, associate dean of occupational programs. “While we had hoped to be further along in the relationship and designing the course by this point, we understand that trust is built over time.”
Read the report for seven more testimonies from:
- National University
- North Carolina A&T State University
- University of California, Davis
- University of North Texas
- Vanderbilt University
- Villanova University
- Virginia Commonwealth University
